Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that linear equations are common and relevant in real life situations. (Where), Students can apply their knowledge to science, construction, engineering, etc. (Why), Create equations and inequalities in one variable and use them to solve problems.(What) (H) 1.2 If you could design any house, how would it relate to math, and what would your ideas be! (Hook) (E)1.3 Students will know irrational numbers, rational numbers, real numbers, and whole numbers. (Equip), students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. (Explore), Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Wordle technology to create a collage of where linear equations can be used in real-life applications. (Experience) (R)1.4 Students will use a thinking diagram to brainstorm real life examples of where linear equations are need to solve problems. (Rethink), Students will then use Wordle technology in groups of two, to create a word cloud of their idea. They will collaborate and compare ideas they brainstormed with their partner prior to making their word cloud. Students will have the chance to share their idea with the class, after receiving feedback from the teacher. Wordle project must all by original, and detailed ideas. (Rethink/Revise), The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback with a checklist, which is geared toward the mathematical portion of the lesson. (Revise/Refine), (E)1.5 Formative Assessment - Pre-Assessment:Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second they will ask questions, and reflect things they wish to learn, and the things they have already learned, Checking for Understanding: Thinking Diagram, Timely Feedback: Self, Teacher (Evaluate) (T) 1.6 Tailors Verbal:Students will use speech to collaboratie their ideas of who, what, where, why and how linear equations can applied to real life. They will do this with their partner(s) prior to creating their word cloud. Logical/Mathematical: Students will be forced to really think about what they are creating. The Logic comes out in the collaboration with a partner when discussing linear equations in real life applications. Visual: Students will use Wordle as the visual tool. They will create word clouds in which they can use different colors, fonts, shapes, and sizes to portray their thoughts, and ideas of using linear equations in real life. Musical: Each group will create a song, in which they present to the class. This song will be made using the idea created in Wordle. Students will make a 1-3 minute song describing linear equations being applied in the real world. Kinesthetic: Upon completion, student will physically categorize themselves in a line, in the front of the classroom, based off the concentrations of their real life, linear equations, applications. Intrapersonal: Students will be brainstorming ideas of real life jobs, careers, and other applications where we use linear equations in real life. They will do this individually, before working with a partner. Interpersonal: Students will be working with a partner, discussing, and creating a Wordle that reflect the use of linear equations that are used in everyday life. Naturalist: Students are creating word clouds based off real world applications in nature, that use linear equations. (O)1.7 Students will be able to recognize that linear equations are a simple way to solve real life problems. (Self-Knowledge)Product: Wordle, Number of Days: 3 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that using PMDAS (Parentheses, multiplication, division, addition, and subtraction) and other order of operations skills are essential to solving problems. (H) 2.2 Start class by going outside to work on the assignment, and relate it to the naturalist way of learning. (E) 2.3 Students will know Identities, and Solution. (Equip) Students will use Partners, and a Venn Diagram to brainstorm questions. Identities, solutions, and what they may have in common. (Explore)Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Quizlet to make their own quizzes. Their questions will pertain to Solutions, and Identities. (Experience) (R) 2.4 Students will write down what is still confusing them. This is not limited to a single thing. Upon leaving class they will hand these thoughts in. This will allow for students to identify for the teacher what things they did not grasp during the lesson. (Rethink), In groups of four students will create a Quizlet, They will use this technology to ask questions that relate to identities, and solutions. They will have a few required questions given to them, and will also be required to come up with ten of their own. Eventually, each group will take each quiz. This will allow for extra practice. Note: These will not be graded. (Rethink/Revise), the teacher will review each Quizlet with the groups during class time. Here the students will be provided extra instruction that may help them come up with useful questions. (Revise/Refine), (E)2.5 Formative Assessment- Checking for Understanding: Triangular Prism (Red, Yellow, Green) , Timely Feedback: Self, Teacher (Evaluate) (T) 2.6 Tailors Verbal:Students will verbally collaborate with their teams to come up with questions that apply to identities and solutions, so they can use them on the Quizlet they have to create. Logic: Students will be forced to think of clear, descriptive questions that have a clear and concise answer. The questions they come up with can come from a mixture of topics that involve solutions, or identities. Visual: Students will create a visual quiz on Quizlet; here they will make flashcards on Identities, and Solutions. The front side will contain the questions and the back side the answer. Kinthestic: Students will one by one physically categorize flashcard the teacher made. They will work one on one with the teacher. First they will answer the question, and secondly they will create a pile for solutions, and a separate pile for identities. Intrapersonal: Students will individually take the other four quizzes that the other groups made. This will serve as extra practice on solutions, and identities. Interpersonal: Students will use a Venn diagram and partners to brainstorm questions on identities, and solutions that they will compare to another group of partners. Two groups will join together into a group of four, and finalize there set of questions together. (O) 2.7 Students will be able to critique their order of operations, to eliminate common mistakes. (Interpretation)Product: Quizlet, Number of Days: 1-2 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that linear equations are common and relevant in real life situations. (H) 3.2 students will role play in groups. They will be given a script in which describes a real life application, using linear equations. (Hook) (E)3.3 Students will know integers, constants, and variables(Equip) Students will use Mix-Pair-Freeze, and a describing wheel to collect ideas for their Comic Life project. (Explore)Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Comic life to create a real life application, using integers, constants, and variables. (Experience) (R)3.4 Students will be assigned an equation from their textbook. Each student will be given a different question. Before leaving class they must label that question, and show where the variables, constants, and integers are. Students will write down one additional thing they learned in class from the Comic presentations. Before the leave class for the day they will hand me their exit ticket, and describe why it was interesting. (Rethink) Students will use comic life to create a real life application. They will incorporate linear equations, integers, constants, and variables into their comics. They will be allowed to work with a partner. (Revise/Refine) The teacher will look over all comics and provide timely feedback. Students will make their changes according to the feedback they receive. They should be prepared to present their comics the following class. (Revise/Refine) (E)3.5 Formative Assessment- Checking for Understanding: Exit Ticket, Timely Feedback: Self, Teacher (Evaluate) (T) 3.6 Tailors Verbal: Students will verbally describe what they found interesting in the lesson, by writing down something and describing it to the teacher before leaving class; this will act as an exit ticket. Students can choose from topics such as integers, constants and variables. Visual: Students will be using integers, constants, and variables to create a visual presentation using Comic Life Musical: Students will be encouraged to use relevant videos, or music in their comics. They must be relevant to integers, constants, and variables. Intrapersonal: Students will be individually using a corporative learning activity, and a graphic organizer to brainstorm ideas involving integers, constants, and variables to apply to their Comic Life presentation. Interpersonal: In small groups of two students will incorporate integers, constants, and variables into their Comic Life projects. They will compare and contrast their ideas by using their graphic organizers, and corporative learning activities. Naturalist: Students will take their own pictures to use in their comics. As a class we will have a half hour time period to take pictures using nature. Here they can show pictures using integers, constants, and even variables. (O)3.7 Students will be able to use linear equations in real life situations. (Application)Product: Comic Life, Number of Days: 1-2 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that you can create equations in one variable, and inequalities, and use them to solve problems. (H)4.2 Show students examples of how people instruct students to evaluate area, y=mx+b, and properties, and have a discussion. Then show the Instructables website that shows how people explain methods of doing things. (E) 4.3 Students will know area, y=mx+b, properties. (Equip) Students will use a Four Column Chart, and a Three Step Interview to brainstorm ideas. They will use these ideas to create a lesson of their own. (Explore)Using the graphic organizer, and the corporative learning activity, students, in groups of three, will use Instructables technology to create a step by step instruction guide using y=mx+b and properties. (Experience) (R)4.4 Students will make it a priority by ranking their material. They will find alternate strategies by addressing the issue, solving the problem, or meet a need. (Rethink), Students will get in groups of three and create an Instructables. Using this technology they will create a step by step instructional guide, of area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. (Revise/Refine) The teacher will meet with each group, and give them helpful tips and pointers. This will help each group to cover the material thoroughly. (Revise/Refine) (E)4.5 Formative Assessment- Checking for Understanding: Make It A Priority, Timely Feedback: Self, Peer, Teacher (Evaluate) (T) 4.6 Tailors Verbal: Students will verbally present the Instructables on area, y=mx+b, and properties with their partners to the class. Logic: Student will really have to think about how to present the subjects of area, y=mx+b, and properties. They will have to keep in mind that their audience is new to all of these topics. Kinthestic: Student will be encouraged to incorporate a small activity to physically have the audience play, or touch items that relate to area, y=mx+b, and properties. Intrapersonal:Student will individually have to use a Four Column Chart (corporative learning activity), and a Three Step Interview (graphic organizer) to brainstorm ideas on how to apply area, y=mx+b, and properties in their Instructables. Interpersonal: Students will be put into groups of three. Using their corporative learning activity, and graphic organizer ideas they will collaborate with their partners to create a final ideas on how to incorporate area, y=mx+b, and properties into the Instructable. Naturalist: Students will be allowed to bring in props from nature to provide their audience with a physical learning object. This prop will need to be relevant to area, y=mx+b, and properties. (O)4.7 Students will be able to compare answers and collaborate to find the correct answers. (Perspective)Product: Instructable, Number of Days: 1-2 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that you can create equations in one variable, and inequalities, and use them to solve problems. (H)5.2 Slope-Intercept Rap http://www.youtube.com/watch?v=VRGLmLRAvOI(Hook) (E)5.3 Students will know inequalities, and slope. (Equip) Students will useThink-Pair-Share, and a Problem-Solution chart to start organizing thought they have for their Prezi game. (Explore) Student will use the Think-Pair-Share corporative learning activity, and their Problem-Solution graphic organizer to create a Prezi. Their game must include the use of inequalities, and slope. (Experience) (R)5.4 Students will use clickers to answer questions the teacher asks as a quick follow up to the slope intercept form YouTube video.. (Rethink), Students will then use Prezi to create a game using linear and quadratic equations. Student will spend class time with a partner creating their games. They should be prepared to present there games nest class. (Rethink/Revise), The teacher will rome the classroom providing answers to questions and helping students with their projects. Students must collaborate their game ideas with the teachers before full creation, and presentation. Students will be graded by rubric. (Revise/Refine), (E)5.5 Formative Assessment- Checking for Understanding: Clickers, Timely Feedback: Self, Teacher (Evaluate) (T) 5.6 Tailors Verbal: Students will use speech when using the graphic organizer, and corporative learning activities. They will talk about how they can relate real life examples of slope and inequalities into their Prezi. Logic: The logic will come from the collaboration with a partner. Each group will have to think about ways to apply sloe, and inequalities to real life. Visual: Students will use Prezi as the visual tool. With Prezi they will create a game using real life applications of inequalities, and slope. Musical: Students will watch the rap video on slope from YouTube. They will be encouraged to create their own rap, or song. Kinesthetic: Student will move around the room to look at previous Prezis done by former students. They will have a chance to play with their models. Naturalist: Student are creating a Prezi based of real world application of slope and inequalities in nature. (O)5.7 Students will be able to demonstrate how to solve linear and inequality problems. (Explanation)Product: Prezi, Number of Days: 3 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 6.1 Students will understand that using PMDAS (Parentheses, multiplication, division, addition, and subtraction) and other order of operations skills are essential to solving problems. (H)6.2 Start class by telling a story that uses distributive, associative, and commutative properties in real life. (Hook) (E) 6.3 Students will know distributive, associative, and commutative. (Equip) Students will use a Flow Chart, and Mix-Pair-Freeze to ponder questions they have. (Explore)Using the graphic organizer, and the corporative learning activity, students will use Blogger to reflect on their questions that pertain to distributive, associative, and commutative. (Experience) (R)6.4 Students will ask their "One Last Question" by submitting a question to the teacher before leaving class. This question can pertain to real life application, content material, etc. (Rethink), for homework students will then post a blog entry using Blogger technology. They will post their questions on Blogger, and attempt to answer their own question using multiple resources. These resources are limitless. The web, parents, text book, friends, or maybe even another teacher, are good reference ideas. (Rethink/Revise), the teacher will be checking these blog entries prior to your next class period. You are to consider your feedback and be prepared to answer your question at the beginning of glass.(Revise/Refine), (E)6.5 Formative Assessment- Checking for Understanding: One Last Question, Timely Feedback: Self, Peer, Teacher (Evaluate) (T) 6.6 Tailors Verbal: Students will verbally tell the teacher their One Last Question before leaving class. This question should relate to one of the three properties: distributive, associative, or commutative. Logic: Student will be forced to really think about their question relating to one of the three properties: distributive, associative, or commutative in a blog entry on Blogger. Visual: The teacher will visually show PMDAS during class to help students further understand the three properties: distributive, associative, or commutative. Intrapersonal: Student will individually work on their blog entry as homework. Here they will present a question on one of the three properties: distributive, associative, or commutative and try to answer their own question prior to the next class period. Interpersonal: Students will interact with a friend, parent, or even another teacher to try and find the answer to their question relating to one of the three properties: distributive, associative, or commutative. Naturalist: In the blogs, students will be encouraged to create a story, in nature using the three properties. (O)6.7 Students will be able to take suggestions from their peers to further their own understanding. (Empathy)Product: Blogger, Number of Days: 1-2 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 If you could design any house, how would it relate to math, and what would your ideas be! (Hook)
(E)1.3 Students will know irrational numbers, rational numbers, real numbers, and whole numbers. (Equip), students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. (Explore), Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Wordle technology to create a collage of where linear equations can be used in real-life applications. (Experience)
(R)1.4 Students will use a thinking diagram to brainstorm real life examples of where linear equations are need to solve problems. (Rethink), Students will then use Wordle technology in groups of two, to create a word cloud of their idea. They will collaborate and compare ideas they brainstormed with their partner prior to making their word cloud. Students will have the chance to share their idea with the class, after receiving feedback from the teacher. Wordle project must all by original, and detailed ideas. (Rethink/Revise), The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback with a checklist, which is geared toward the mathematical portion of the lesson. (Revise/Refine),
(E)1.5 Formative Assessment - Pre-Assessment: Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second they will ask questions, and reflect things they wish to learn, and the things they have already learned, Checking for Understanding: Thinking Diagram, Timely Feedback: Self, Teacher (Evaluate)
(T) 1.6 Tailors
Verbal:Students will use speech to collaboratie their ideas of who, what, where, why and how linear equations can applied to real life. They will do this with their partner(s) prior to creating their word cloud.
Logical/Mathematical: Students will be forced to really think about what they are creating. The Logic comes out in the collaboration with a partner when discussing linear equations in real life applications.
Visual: Students will use Wordle as the visual tool. They will create word clouds in which they can use different colors, fonts, shapes, and sizes to portray their thoughts, and ideas of using linear equations in real life.
Musical: Each group will create a song, in which they present to the class. This song will be made using the idea created in Wordle. Students will make a 1-3 minute song describing linear equations being applied in the real world.
Kinesthetic: Upon completion, student will physically categorize themselves in a line, in the front of the classroom, based off the concentrations of their real life, linear equations, applications.
Intrapersonal: Students will be brainstorming ideas of real life jobs, careers, and other applications where we use linear equations in real life. They will do this individually, before working with a partner.
Interpersonal: Students will be working with a partner, discussing, and creating a Wordle that reflect the use of linear equations that are used in everyday life.
Naturalist: Students are creating word clouds based off real world applications in nature, that use linear equations.
(O)1.7 Students will be able to recognize that linear equations are a simple way to solve real life problems. (Self-Knowledge) Product: Wordle, Number of Days: 3 (Organize)
Lesson 2
(H) 2.2 Start class by going outside to work on the assignment, and relate it to the naturalist way of learning.
(E) 2.3 Students will know Identities, and Solution. (Equip) Students will use Partners, and a Venn Diagram to brainstorm questions. Identities, solutions, and what they may have in common. (Explore) Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Quizlet to make their own quizzes. Their questions will pertain to Solutions, and Identities. (Experience)
(R) 2.4 Students will write down what is still confusing them. This is not limited to a single thing. Upon leaving class they will hand these thoughts in. This will allow for students to identify for the teacher what things they did not grasp during the lesson. (Rethink), In groups of four students will create a Quizlet, They will use this technology to ask questions that relate to identities, and solutions. They will have a few required questions given to them, and will also be required to come up with ten of their own. Eventually, each group will take each quiz. This will allow for extra practice. Note: These will not be graded. (Rethink/Revise), the teacher will review each Quizlet with the groups during class time. Here the students will be provided extra instruction that may help them come up with useful questions. (Revise/Refine),
(E)2.5 Formative Assessment- Checking for Understanding: Triangular Prism (Red, Yellow, Green) , Timely Feedback: Self, Teacher (Evaluate)
(T) 2.6 Tailors
Verbal:Students will verbally collaborate with their teams to come up with questions that apply to identities and solutions, so they can use them on the Quizlet they have to create.
Logic: Students will be forced to think of clear, descriptive questions that have a clear and concise answer. The questions they come up with can come from a mixture of topics that involve solutions, or identities.
Visual: Students will create a visual quiz on Quizlet; here they will make flashcards on Identities, and Solutions. The front side will contain the questions and the back side the answer.
Kinthestic: Students will one by one physically categorize flashcard the teacher made. They will work one on one with the teacher. First they will answer the question, and secondly they will create a pile for solutions, and a separate pile for identities.
Intrapersonal: Students will individually take the other four quizzes that the other groups made. This will serve as extra practice on solutions, and identities.
Interpersonal: Students will use a Venn diagram and partners to brainstorm questions on identities, and solutions that they will compare to another group of partners. Two groups will join together into a group of four, and finalize there set of questions together.
(O) 2.7 Students will be able to critique their order of operations, to eliminate common mistakes. (Interpretation) Product: Quizlet, Number of Days: 1-2 (Organize)
Lesson 3
(H) 3.2 students will role play in groups. They will be given a script in which describes a real life application, using linear equations. (Hook)
(E)3.3 Students will know integers, constants, and variables (Equip) Students will use Mix-Pair-Freeze, and a describing wheel to collect ideas for their Comic Life project. (Explore) Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Comic life to create a real life application, using integers, constants, and variables. (Experience)
(R)3.4 Students will be assigned an equation from their textbook. Each student will be given a different question. Before leaving class they must label that question, and show where the variables, constants, and integers are. Students will write down one additional thing they learned in class from the Comic presentations. Before the leave class for the day they will hand me their exit ticket, and describe why it was interesting. (Rethink) Students will use comic life to create a real life application. They will incorporate linear equations, integers, constants, and variables into their comics. They will be allowed to work with a partner. (Revise/Refine) The teacher will look over all comics and provide timely feedback. Students will make their changes according to the feedback they receive. They should be prepared to present their comics the following class. (Revise/Refine)
(E)3.5 Formative Assessment- Checking for Understanding: Exit Ticket, Timely Feedback: Self, Teacher (Evaluate)
(T) 3.6 Tailors
Verbal: Students will verbally describe what they found interesting in the lesson, by writing down something and describing it to the teacher before leaving class; this will act as an exit ticket. Students can choose from topics such as integers, constants and variables.
Visual: Students will be using integers, constants, and variables to create a visual presentation using Comic Life
Musical: Students will be encouraged to use relevant videos, or music in their comics. They must be relevant to integers, constants, and variables.
Intrapersonal: Students will be individually using a corporative learning activity, and a graphic organizer to brainstorm ideas involving integers, constants, and variables to apply to their Comic Life presentation.
Interpersonal: In small groups of two students will incorporate integers, constants, and variables into their Comic Life projects. They will compare and contrast their ideas by using their graphic organizers, and corporative learning activities.
Naturalist: Students will take their own pictures to use in their comics. As a class we will have a half hour time period to take pictures using nature. Here they can show pictures using integers, constants, and even variables.
(O)3.7 Students will be able to use linear equations in real life situations. (Application) Product: Comic Life, Number of Days: 1-2 (Organize)
Lesson 4
(H)4.2 Show students examples of how people instruct students to evaluate area, y=mx+b, and properties, and have a discussion. Then show the Instructables website that shows how people explain methods of doing things.
(E) 4.3 Students will know area, y=mx+b, properties. (Equip) Students will use a Four Column Chart, and a Three Step Interview to brainstorm ideas. They will use these ideas to create a lesson of their own. (Explore) Using the graphic organizer, and the corporative learning activity, students, in groups of three, will use Instructables technology to create a step by step instruction guide using y=mx+b and properties. (Experience)
(R)4.4 Students will make it a priority by ranking their material. They will find alternate strategies by addressing the issue, solving the problem, or meet a need. (Rethink), Students will get in groups of three and create an Instructables. Using this technology they will create a step by step instructional guide, of area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. (Revise/Refine) The teacher will meet with each group, and give them helpful tips and pointers. This will help each group to cover the material thoroughly. (Revise/Refine)
(E)4.5 Formative Assessment- Checking for Understanding: Make It A Priority, Timely Feedback: Self, Peer, Teacher (Evaluate)
(T) 4.6 Tailors
Verbal: Students will verbally present the Instructables on area, y=mx+b, and properties with their partners to the class.
Logic: Student will really have to think about how to present the subjects of area, y=mx+b, and properties. They will have to keep in mind that their audience is new to all of these topics.
Kinthestic: Student will be encouraged to incorporate a small activity to physically have the audience play, or touch items that relate to area, y=mx+b, and properties.
Intrapersonal:Student will individually have to use a Four Column Chart (corporative learning activity), and a Three Step Interview (graphic organizer) to brainstorm ideas on how to apply area, y=mx+b, and properties in their Instructables.
Interpersonal: Students will be put into groups of three. Using their corporative learning activity, and graphic organizer ideas they will collaborate with their partners to create a final ideas on how to incorporate area, y=mx+b, and properties into the Instructable.
Naturalist: Students will be allowed to bring in props from nature to provide their audience with a physical learning object. This prop will need to be relevant to area, y=mx+b, and properties.
(O)4.7 Students will be able to compare answers and collaborate to find the correct answers. (Perspective) Product: Instructable, Number of Days: 1-2 (Organize)
Lesson 5
(H)5.2 Slope-Intercept Rap http://www.youtube.com/watch?v=VRGLmLRAvOI (Hook)
(E)5.3 Students will know inequalities, and slope. (Equip) Students will useThink-Pair-Share, and a Problem-Solution chart to start organizing thought they have for their Prezi game. (Explore) Student will use the Think-Pair-Share corporative learning activity, and their Problem-Solution graphic organizer to create a Prezi. Their game must include the use of inequalities, and slope. (Experience)
(R)5.4 Students will use clickers to answer questions the teacher asks as a quick follow up to the slope intercept form YouTube video.. (Rethink), Students will then use Prezi to create a game using linear and quadratic equations. Student will spend class time with a partner creating their games. They should be prepared to present there games nest class. (Rethink/Revise), The teacher will rome the classroom providing answers to questions and helping students with their projects. Students must collaborate their game ideas with the teachers before full creation, and presentation. Students will be graded by rubric. (Revise/Refine),
(E)5.5 Formative Assessment- Checking for Understanding: Clickers, Timely Feedback: Self, Teacher (Evaluate)
(T) 5.6 Tailors
Verbal: Students will use speech when using the graphic organizer, and corporative learning activities. They will talk about how they can relate real life examples of slope and inequalities into their Prezi.
Logic: The logic will come from the collaboration with a partner. Each group will have to think about ways to apply sloe, and inequalities to real life.
Visual: Students will use Prezi as the visual tool. With Prezi they will create a game using real life applications of inequalities, and slope.
Musical: Students will watch the rap video on slope from YouTube. They will be encouraged to create their own rap, or song.
Kinesthetic: Student will move around the room to look at previous Prezis done by former students. They will have a chance to play with their models.
Naturalist: Student are creating a Prezi based of real world application of slope and inequalities in nature.
(O)5.7 Students will be able to demonstrate how to solve linear and inequality problems. (Explanation) Product: Prezi, Number of Days: 3 (Organize)
Lesson 6
(H)6.2 Start class by telling a story that uses distributive, associative, and commutative properties in real life. (Hook)
(E) 6.3 Students will know distributive, associative, and commutative. (Equip) Students will use a Flow Chart, and Mix-Pair-Freeze to ponder questions they have. (Explore) Using the graphic organizer, and the corporative learning activity, students will use Blogger to reflect on their questions that pertain to distributive, associative, and commutative. (Experience)
(R)6.4 Students will ask their "One Last Question" by submitting a question to the teacher before leaving class. This question can pertain to real life application, content material, etc. (Rethink), for homework students will then post a blog entry using Blogger technology. They will post their questions on Blogger, and attempt to answer their own question using multiple resources. These resources are limitless. The web, parents, text book, friends, or maybe even another teacher, are good reference ideas. (Rethink/Revise), the teacher will be checking these blog entries prior to your next class period. You are to consider your feedback and be prepared to answer your question at the beginning of glass.(Revise/Refine),
(E)6.5 Formative Assessment- Checking for Understanding: One Last Question, Timely Feedback: Self, Peer, Teacher (Evaluate)
(T) 6.6 Tailors
Verbal: Students will verbally tell the teacher their One Last Question before leaving class. This question should relate to one of the three properties: distributive, associative, or commutative.
Logic: Student will be forced to really think about their question relating to one of the three properties: distributive, associative, or commutative in a blog entry on Blogger.
Visual: The teacher will visually show PMDAS during class to help students further understand the three properties: distributive, associative, or commutative.
Intrapersonal: Student will individually work on their blog entry as homework. Here they will present a question on one of the three properties: distributive, associative, or commutative and try to answer their own question prior to the next class period.
Interpersonal: Students will interact with a friend, parent, or even another teacher to try and find the answer to their question relating to one of the three properties: distributive, associative, or commutative.
Naturalist: In the blogs, students will be encouraged to create a story, in nature using the three properties.
(O)6.7 Students will be able to take suggestions from their peers to further their own understanding. (Empathy) Product: Blogger, Number of Days: 1-2 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe